ERIC Number: EJ1018899
Record Type: Journal
Publication Date: 2013-Oct
Abstractor: As Provided
Reference Count: 89
The Influence of Teachers' Knowledge on Student Learning in Middle School Physical Science Classrooms
Sadler, Philip M.; Sonnert, Gerhard; Coyle, Harold P.; Cook-Smith, Nancy; Miller, Jaimie L.
American Educational Research Journal, v50 n5 p1020-1049 Oct 2013
This study examines the relationship between teacher knowledge and student learning for 9,556 students of 181 middle school physical science teachers. Assessment instruments based on the National Science Education Standards with 20 items in common were administered several times during the school year to both students and their teachers. For items that had a very popular wrong answer, the teachers who could identify this misconception had larger classroom gains, much larger than if the teachers knew only the correct answer. On items on which students did not exhibit misconceptions, teacher subject matter knowledge alone accounted for higher student gains. This finding suggests that a teacher's ability to identify students' most common wrong answer on multiple-choice items, a form of pedagogical content knowledge, is an additional measure of science teacher competence.
Descriptors: Pedagogical Content Knowledge, Middle School Teachers, Science Teachers, Middle School Students, Academic Standards, Academic Achievement, Misconceptions, Science Instruction, Measures (Individuals), Pretests Posttests, Hierarchical Linear Modeling, Regression (Statistics), Inferences, Models, Physical Sciences
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: email@example.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Authoring Institution: N/A